Download Instructional Methods Table

Instructional Methods
METHOD
ADVANTAGES
DISADVANTAGES
Informational
COMMENTS
Lecture;
Lecturette (shorter);
Lecture-forum (with question cards
or question/answer period).
Conveys lots of info., fast; efficient
forum allows exploration of content
in more detail.
Audience is a largely passive role.
Panel;
Panel forum;
Expanding panel (vacant chairindividual can join panel when wishing
to express opinion).
Debate
Adds different points of view to
content.
Largely passive role of participants
with exception of expanding panel;
expanding panel not practical with
groups larger than 20.
Provides different points of view;
thought-provoking.
Lots of information; fast; new
points of view; a more organized
question and answer format;
reaction panel can speak.
Largely passive audience.
(same as for panel)
Audience largely passive; reaction
panel may not represent all views of
group.
Trainer should structure
listening assignment with
clear purpose; must select
panelists from a cross-section
of the group.
Reinforce content, add
entertainment; video allows lights
to remain on-flexible start and stop
for discussion.
Passive methods for an audience;
possibility of equipment problems.
Participants are active; allows
chance to hear other points of
view; quieter people can express.
Inexperienced leader may not be
able to use for attitudinal purposes.
These methods are not
appropriate early in session;
never to start session; always
introduce & de-brief; say,
“Look for___, ___, & __.”
Leader should set & test eqpt.
Before session; have adapter
plug & extra bulbs.
Trainer should be able to give
clear instructions and keep
discussion on target. Groups
of 4-6 most effective. Main
function is judging when to
cut off discussion.
Presentation;
Presentation with listening teams
(participants given listening
assignment before presentation;
Question speaker afterward);
Presentation with reaction panel
(small group listens and forms panel
following presentation).
Film;
Prepared videotape;
Slides;
Educational T.V.
Group discussion (of given topic);
Buzz groups (short, time-limited
discussion on given subject).
Ann Downer, EdD, NWAETC
Trainer should be an
interesting speaker, able to
self-limit and stick to time, be
able to facilitate questions
effectively.
Leader must express solid set
of ground rules and skill to
enforce them.
April 2003
METHOD
ADVANTAGES
DISADVANTAGES
COMMENTS
Brainstorming
Good for problem-solving; quick
change of pace; fillers; allowing all
to participate; validates ideas of
group.
Not worth much without clear trigger
question and evaluation/discussion
following; somewhat over-used
method; requires careful facilitation.
Reading (alone or aloud);
Reading with discussion or report.
More actively involving; provides a
chance for in-depth insight and
different perspectives.
May require more reading/writing
skills than participants have; leader
may have to fill in after reports.
Do not evaluate, criticize,
omit or discuss contributions
until all are written; record in
contributor’s own words; use
another person to record if
possible.
Requires skill to select
relevant material; reading skill
by participants.
Role-play;
Mini-role-play;
Playing self “movie”.
Doodling;
Portraits (of self or others).
(see Behavioral Methods)
(see Behavioral Methods)
(see Behavioral Methods)
Thought provoking; good for
making thoughts and opinions
more concrete, warm-up activity.
(see Behavioral Methods)
Sustained interaction allows
quieter people to express
themselves; validates participants.
Involving, active; good for warmup.
Requires participant self-direction.
Need to relate to relevant
learning goals.
(see Behavioral Methods)
Time consuming requires great
degree of self-direction and group
maturity.
Willingness and trust of group
necessary.
(see Behavioral Methods)
Keep groups small and
diverse with sustained
interaction and clear purpose.
Need to provide direction and
purpose; to related method to
relevant goals.
Attitudinal
Simulation games
Task groups
Pantomime skits
Behavioral
Role-Play;
Mini-Role-Play
Useful for practice of new skills,
active for participants & observers
can impact attitude and behavior.
Requires maturity and willingness of
groups; requires excellent
facilitation skills of trainer.
“Movie” (role-play assisted by
feedback, “more__, or less __”).
Useful in rehearsing new skills,
behaviors.
(same as for role-play intensive and
time consuming)
Ann Downer, EdD, NWAETC
Trainer needs skill and
understanding; getting people
into roles, giving directions,
establishing climate of trust.
Trainer needs insight into
threat posed by activity to
some individuals; ability to
help group process & debrief. Use in well-formed
group. Can be structured into
dyad, triad, and fishbowl.
A packaged game requires
leader preparation to
familiarize with rules &
directions
April 2003
ADVANTAGES
DISADVANTAGES
Simulation games
METHOD
Intense involvement skills practice
in problem solving and decisionmaking; competitive.
Competitive requires a game and
possibly consultant to help facilitate;
time consuming.
Tape recording with playback;
Videotape recording with playback
Very concrete learning tool;
participant involved in judging own
performance.
Opportunity to apply new
knowledge; requires judgment
good assessment tool; participant
active; chance to practice skills.
Criteria must be clear; feedback
and assessment based on specific
behaviors; requires equipment.
Case study must be relevant to
learner’s needs and daily concerns.
Helps participant to clarify and
crystallize thoughts, opinions,
values; opportunity to apply
knowledge to “real” situation.
Allows for optional modeling of
desired behavior/skill can be
active; good for learning simple
skills.
Requires writing skills; must be
relevant assignment to participant.
Different points of view and
feedback; participant active; good
for translating information into
skills.
Group should have enough
knowledge or insight to coach one
another.
Case study;
Mini-case study (problem situations
for small groups to analyze):
Critical incident (small piece of case
stating most critical or dramatic
moment).
“In-basket” (form of case study;
“Letters, memos” etc. given to
participant to respond to).
Demonstration;
Demonstration with practice (by
participants).
Skills practice lab (small participant
groups practice together)
Method more effective if
participants are active; feedback
must follow immediately after
practice.
COMMENTS
A package game requires
leader preparation to
familiarize with rules and
directions.
Trainer should establish
purpose and performance
criteria clearly.
Trainer needs to have
knowledge and skills to
“solve” the problem; may
need to design own studies;
compare approaches of
several groups and reinforce
best solutions.
Leader needs knowledge of
participant’s daily
concerns/needs; ability to
critique responses.
Requires skill to model
desired behavior; break
procedure down into simple
steps; ability to provide
feedback.
Act as a resource to groups.
Planning
Group discussion with decisionmaking regarding a new action;
Individual or group planning
session with report
Ann Downer, EdD, NWAETC
Validates maturity and needs of
group members; members have
best insight into own problems and
needs on-the-job; group leaves
session with practical, constructive
& mutual goals; groups get ideas
from one another.
Requires mature group that can
self-direct and stay on task; time
consuming.
Leader should serve as
resource once directions are
given.
April 2003